Scheme of work Science Form 4 2012

Week 1 4/1/12 6/1/12 2 9/1/12 -13/1/12 3-7 16/1/12 13/2/12

Theme Introducing science

Learning area Scientific investigation Body coordination

Learning objective Learning outcome FORM FOUR ORIENTATION WEEK Analysing method of scientific Explain the steps in investigation scientific investigation Understanding body coordination Describe what body coordination is Identify the body systems that control and regulate coordination Identify the component parts of the human nervous system State the function of each component part of the nervous system Identify the parts of a neurone Identify the different types of neurone Explain the reflex action and a reflex arc Explain what proprioceptors are Identify the main parts and functions of the brain Explain what voluntary and involuntary actions are Describe what a hormone and an endocrine glands are Compare and contrast nervous coordination with

Learning activity Discussion on the steps in scientific investigation Carry out a scientific investigation (SPS activities 1.1 and 1.2) Examine models of body coordination (SPS activity 2.1) Discuss the importance of body coordination in daily activities (SPS activity 2.1) Observes charts of the human nervous system (SPS activity 2.2) Observe transparencies of the central nervous system (SPS activity 2.2) Observe the transparency on the structure of a neuron (SPS activity 2.3) Observe charts on the different types of neurones (SPS activity 2.3) Carry out activity to study the knee-jerk as a reflex action (SPS activities 2.4 and 2.5) Carry out activity to study the proprioceptors (SPS activity 2.6) Observe the model of human brain (SPS activity 2.7) Carry out activity to differentiate the voluntary and involuntary actions (SPS activity 2.8) Observe the chart on human endocrine glands (SPS activity 2.9) Carry out activities to differentiate the nervous coordination and hormonal

Maintenance and continuity of life

Understanding he human nervous system

Analysing nervous coordination Understanding the role of proprioceptors in maintaning balance and coordination Understanding the human brain and its complexity

Understanding hormonal coordination in the body Analysing coordination between the nervous system and the endocrine 1

Scheme of work Science Form 4 2012

Week

Theme

Learning area

system Learning objective Evaluating the effects of drug abuse on body coordination and health Analysing the effects of excessive consumption of alcohol on body coordination and health Realising the importance of sound and healthy mind Understanding cell division

hormonal coordination Learning outcome Explain what drug abuse is Describe the effects of excessive consumption of alcohol on body coordination and health Identify factors that affect the mind Describe the relationship between gene, DNA and chromosome Describe the process of mitosis Describe the process of meiosis Compare the processes of mitosis and meiosis Explain what dominant genes and recessive genes are Illustrate the mechanism of inheritance of traits using schematic diagram Predict the genotype and phenotype ratios of a monohybrid cross Explain the determination of sex of offspring Explain the formation of identical and non-identical twins Compare identical with non-identical twins

coordination (SPS activity 2.10) Learning activity Gather information on example of drug and its effects (SPS activity 2.11) Gather information on example of alcohol and its effects (SPS activity 2.12) Discussion on the sound and healthy mind (SPS activity 2.13) Discussion on the relationship between gene, DNA and chromosome (SPS activity 3.1) Discussion on the process of mitosis (SPS activity 3.2) Discussion on the process of meiosis (SPS activity 3.3) Discussion on the comparison between the process of mitosis and meiosis (SPS activities 3.4 and 3.5) Identify dominant traits and recessive traits in human (SPS activity 3.6) Carry out activity to illustrate the mechanism of inheritance of traits using schematic diagram (SPS activity 3.7) Carry out activity to predict the genotype and phenotype ratios of a monohybrid cross Carry out activity to determine of sex of offspring (SPS activities 3.8 and 3.9) Discussion on the formation of identical and non-identical twins (SPS activity 3.10) Discussion on the comparison of identical and non-identical twins (SPS activity 3.10)

8-10 20/2/12 9/3/12

Maintenance and continuity of life

Heredity and variation

Understanding the principles and mechanism of inheritance

Understanding gender determination of a child and the occurrence of twins in human beings

Scheme of work Science Form 4 2012

Week

Theme

Learning area

Learning objective Understanding mutation Evaluating the effects of genetic research on human life Analysing variation among living things

Learning outcome State the types of mutation Explain selective breeding in plants and livestock Classify variation into continuous and discontinuous variation Identify factors that cause variation

Learning activity Discussion on the types of mutation (SPS activities 3.11 and 3.12) Discussion on selective breeding in plants and livestock (SPS activities 3.13 and 3.14) Carry out activity to identify and classify variation among students in a class (SPS activities 3.15, 3.16 and 3.17) Discussion on the factors that cause variation and their importance (SPS activity 3.18)

11 15 19/3/12 20/4/12

Matter in nature

6/3/12 - 9/3/12 UJIAN PENGESANAN 10/3/12 18/3/12 CUTI PERTENGAHAN PENGGAL Matter and substance Analysing changes in the states of Explain the interconversion of matter the three states of matter based on the kinetic theory of matter Understanding the structure of an Identify the subatomic atom particles Applying the idea of proton number Relate the number of protons, and nucleon number in atoms of neutrons and electrons in an elements atom to its proton number and nucleon number State what isotopes are Understanding the classification of Describe the arrangement of elements in the periodic table elements in the periodic table Understanding the properties of Describe what atoms, substances based on the particles molecules and ions are present in them Identify the particles in substances as atoms, molecules and ions Compare and contrast substances that are made of atoms, molecules and ions

Carry out an activity to observe changes in the states of matter (SPS activities 4.1 and 4.2) Discussion on the subatomic particles (SPS activity 4.3) Carry out activity to relate the number of protons, neutrons and electrons in an atom to its proton number and nucleon number (SPS activities 4.4 and 4.5) Discussion on isotopes (SPS activity 4.6) Discussion on the arrangement of elements in the periodic table (SPS activity 4.7) Discussion on the atoms, molecules and ions (SPS activity 4.8) Carry out activity to identify the particles in substances as atoms, molecules and ions (SPS activity 4.8) Carry out activity to compare the particles in substances made of atoms, molecules and ions (SPS activities 4.9, 4.10 and 4.11)

Scheme of work Science Form 4 2012

Week

Theme

Learning area

Learning objective Understanding the properties and uses of metals and non-metals Analysing methods of purifying substances

Learning outcome Classify metals and nonmetals Compare and contrast metals and non-metals State the characteristics of pure substances State the characteristics of pure substances and the different methods of purification of substances

Learning activity Carry out activity to classify metals and nonmetals (SPS activity 4.12) Carry out activity to compare metals and nonmetals (SPS activities 4.13 and 4.14) Carry out activity to study the effect of impurities on the boiling point of a pure liquid (SPS activity 4.16) Carry out activity to purify substance via distillation (SPS activity 4.17) Carry out activity to purify substance via crystallization (SPS activity 4.18) Discussion on the application of distillation and crystallisation on everyday life Carry out activity to compare and contrast physical changes and chemical changes (SPS activities 5.1 and 5.2) Carry out activity to compare and contrast physical changes and chemical changes (SPS activity 5.3) Carry out activity to study exothermic and endothermic reactions (SPS activity 5.4) Carry out activity to study the reactivity of metals with water (SPS activity 5.5) Carry out activity to study the reactivity of metals with acids (SPS activity 5.6) Carry out activity to study the reactivity of metals with oxygen (SPS activity 5.7) Discussion on the construction of the reactivity series of metals based on reactivity of metals with oxygen (SPS activity 5.7) Carry out activity to identify the position of carbon in the reactivity series of metals (SPS

16 - 17 27/4/124/5/12

Energy in life

Energy and chemical changes

Understanding physical and chemical changes

Analysing heat change in chemical reaction Synthesising the reactivity series of metals

Compare and contrast physical and chemical changes Compare and contrast physical changes and chemical changes State what exothermic and endothermic reactions are Describe the reactivity of metals with water Describe the reactivity of metals with acids Describe the reactivity of metals with oxygen Construct the reactivity series of metals based on reactivity of metals with oxygen Identify the position of carbon in the reactivity series of

Scheme of work Science Form 4 2012

metals Applying the concept of the reactivity series of metals Relate the position of metals in the reactivity series to the method of extraction of metals from their ores State what electrolysis is and state what anode, cathode, anion, cation and electrolyte are in an electrolytic cell Describe the electrolysis of an electrolyte using carbon electrode Describe the electroplating of metals Explain other uses of electrolysis Describe how a simple cell works List the various types of cells and their uses Give examples of chemical reactions that require light and explain the effect of light on photosensitive chemicals

activity 5.8) Carry out activity to relate the position of metals in the reactivity series to the method of extraction of metals from their ores (SPS activities 5.9 and 5.10) Discuss the extraction of metals using electrolysis Carry out an activity to study the electrolysis of lead(II) bromide using carbon electrode (SPS activity 5.11) Carry out an activity to electroplate an iron nail with copper (SPS activity 5.12) Explain on other uses of electrolysis Carry out an activity to built a simple voltaic cell with fruits (SPS activity 5.13) Discussion on the various types of cells and their uses (SPS activity 5.14) Experiment to study the effect of light on chemical reactions (SPS activity 5.15)

Understanding electrolysis

Understanding the production of electrical energy from chemical reactions Understanding the chemical reactions that occur in the presence of light

WEEK 18 -20 7/5/12 24/5/11 PEPERIKSAAN PERTENGAHAN TAHUN

26/5/12 10/6/12 CUTI PERTENGAHAN TAHUN

Scheme of work Science Form 4 2012

Week 21- 22 11/6/12 22/6/12

Theme Energy in life

Learning area Nuclear energy

Learning objective Understanding radioactive substances

Learning outcome Classify radioactive radiation and compare the penetration power of radioactive rays Name the three types of radioactive radiations Explain the uses of radioactive substances Describe the production of nuclear energy through nuclear fission and nuclear fusion Explain the effects of nuclear energy production Describe the correct way of handling radioactive substances and radioactive waste State the characteristics of images formed by a plane mirror State the characteristics of images formed by a convex lens Compare and contrast images of distant objects formed by convex lenses and concave lenses Draw a labelled ray diagram to show the formation of image by light rays passing through a convex lens and concave lens Draw a labelled ray diagram to show the formation of image by light rays passing through a

Learning activity Discussion on the process of radioactive decay (SPS activity 6.1) Discussion on the three types of radioactive radiations (SPS activity 6.2) Discussion on the uses of radioactive substances (SPS activity 6.3) Discussion on the production of nuclear energy (SPS activity 6.4) Discussion on the effects of nuclear energy production (SPS activity 6.5) Discussion on the effects of radioactive substances on living things (SPS activity 6.6)

Understanding the production of nuclear energy and its uses

Aware of the need for proper handling of radioactive substances

23 - 30 25/6/12 17/8/12

Energy in life

Light, colour and sight

Synthesising the formation of image by plane mirrors and lenses

Carry out activity to observe the image formed by a plane mirror (SPS activity 7.1) Carry out activity to observe the image formed by a convex and a concave lens (SPS activity 7.2) Carry out activity to compare and contrast images of distant objects formed by convex lenses and concave lenses Carry out activity to label the parts of the convex lens and concave lens (SPS activity 7.3) Carry out activity to draw a labeled ray diagram to show the formation of image by light rays passing through a convex and a

Scheme of work Science Form 4 2012

convex and a concave lens Week Theme Learning area Learning objective Learning outcome Carry out an activity to determine the focal length of a convex lens Identify the parts of optical instruments involved in image formation Draw ray diagrams for light rays passing through an optical instrument Compare and contrast the mechanisms in focusing and controlling the amount of light that enters human eyes and a camera Explain through examples how dispersion of light occurs Explain through examples how dispersion of light occurs State what light scattering is Give examples of phenomena related to light scattering Explain how addition of primary colours produces secondary colours. Explain the subtraction of colours by coloured filters.

concave lens (SPS activities 7.4 and 7.5) Learning activity Plan and carry out an activity to determine the focal length of a convex lens (SPS activity 7.6) Discussion on the parts of optical instruments involved in image formation (SPS activity 7.7) Carry out activity to construct a pinhole camera (SPS activity 7.8) Carry out activity to compare and contrast the mechanisms in focusing and controlling the amount of light that enters human eyes and a camera (SPS activity 7.9) Carry out activity to investigate light dispersion using a prism (SPS activity 7.10) Carry out activity to investigate the rainbow formation and draw a labelled diagram to show dispersion of light (SPS activity 7.11) Carry out activity to investigate light scattering and its effects (SPS activity 7.12) Discussion on the examples of phenomena related to light scattering (SPS activity 7.13) Carry out activity to investigate the addition of primary colours to form secondary colours (SPS activities 7.14 and 7.15) Carry out activity to investigate the effects of primary and secondary coloured filters on white and coloured light (SPS activities 7.16 and 7.17) Carry out activity to observe and study the colour of objects under white and coloured lights (SPS activities 7.18 and 7.19)

Synthesising the formation of image by optical instruments

Analysing light dispersion

Analysing light scattering Analysing light dispersion Analysing the addition and subtraction of coloured lights

Applying the principle of subtraction of coloured light to explain the appearance of 7

Explain subtraction of coloured lights by coloured objects

Scheme of work Science Form 4 2012

coloured objects Week Theme Learning area Learning objective Analysing the effect of mixing pigments

State the function of rod and cone cells in the eye

Discussion on the function of rod and cone cells in the eye (SPS activity 7.20) Learning activity Discussion on what a pigment is and the comparison of the mixing of pigments with the addition of coloured lights (SPS activity 7.21) Discussion on the importance of colours to living things (SPS activities 7.22 and 7.23) Discussion on the examples of alloys and its content and functions (SPS activity 8.1) Discussion on the relation the changes in the properties of metals when they are converted to alloys to the arrangement of particles in the alloys (SPS activities 8.2 and 8.3) Discussion on the relation of the properties of alloys to their uses in daily life (SPS Activity 8.4) Discussion on how ammonia is produced in industries (SPS Activity 8.5) Discussion on how ammonia is used to produce ammonium salt fertilisers and urea (SPS activity 8.6) Discussion on the effects of industrial waste disposal to survival of living things (SPS activity 8.7) Discussion on the methods of controlling industrial waste disposal to avoid pollution (SPS activity 8.8)

31-32 27/8/12 7/9/12

Technological and industrial development in society

Disediakan Oleh: 8

Learning outcome State what pigment is and compare the mixing of pigments with the addition of coloured lights Evaluating the importance of Justify the importance of colour colours in daily life to living things 18/8/12 26/8/12 CUTI PERTENGAHAN PENGGAL II DAN HARI RAYA PUASA Chemicals in industry Understanding the properties of Give examples of alloys and alloys and their uses in industries its content and functions Relate the changes in the properties of metals when they are converted to alloys to the arrangement of particles in the alloys Relate the properties of alloys to their uses in daily life and state what superconductor alloys are Analysing the production and uses Describe how ammonia is of ammonia in industry produced in industries Describe how ammonia is used to produce ammonium salt fertilisers and urea Analysing the effects of industrial Relate the effects of industrial waste disposal on the environment waste disposal to survival of living things State with examples the methods of controlling industrial waste disposal to avoid pollution 33-36 10/9/12 5/10/11 ULANGKAJI TERANCANG 10/11/12 1/1/13 CUTI AKHIR TAHUN Disemak Oleh:

Disahkan Oleh:

Scheme of work Science Form 4 2012

(Pn Ismaliza bt. Ishak) Guru Sains Tingkatan 4